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COPYRIGHT DEPOSIT. 



THE SUNDAY SCHOOL 
ORGANIZED FOR SERVICE 



THE SUNDAY SCHOOL 

ORGANIZED FOR 

SERVICE 



BY 

MARION LAWRANCE 

n 

Superintendent for thirty-one years of the Washington Street Congregational 

Sunday School, Toledo, Ohio; at present Superintendent of the South 

Congregational Sunday School, Chicago; General Secretary since 

1899 of the International Sunday School Association 




THE PILGRIM PRESS 

BOSTON NEW YORK CHICAGO 



V 






COPYRIGHT, igi4 
BY LUTHER H. CARY 



THE- PLIMPTON* PRESS 
NORWOOD* MASS* U*S* A 



» 

JUL 



--9 1914 



©CI.A376614 



TO MY LOIS 



THE SUNDAY SCHOOL ORGANIZED FOR 
SERVICE 

FOREWORD 

1 HIS little book and the charts it contains are the 
outgrowth of a series of lectures on Sunday School 
Management, delivered before the Superintendents' 
Section of a Sunday school institute held in Chicago 
in October, 1913. Nothing was presented to the 
superintendents at that time except one chart and 
the syllabi of the lectures. The chief interest centered 
about the chart, because it placed conveniently before 
the eye a concrete outline of a Sunday school organ- 
ized for service. It also presented at once a goal to 
be reached by schools that had not measured up to 
all that it required. With a knowledge of what was 
yet to be attained there came, in many cases, the 
desire for better things, and the chart was eagerly 
sought for. The belief was expressed, that, framed 
and hung upon the wall of the Sunday school room, 
it would be an incentive to increased activity and 
greater efficiency. 

Realizing, however, that the chart was not as 
complete as it should be, the author sent it to about 
one hundred of the most aggressive and successful 
superintendents and Sunday school specialists through- 
out the country, with a request for suggestions look- 
ing toward its improvement. While very many good 



Vlll FOREWORD 

suggestions were received — which have been, for 
the most part, embodied in the chart as it now ap- 
pears — the thing that mainly attracted our attention 
was the almost universal expression of the belief that 
such a chart would be of benefit to Sunday school 
workers generally. 

Not a few of the replies brought back orders for 
the chart, frequently in quantities, for distribution 
or sale to Sunday school superintendents. These 
requests for additional copies were not granted, for 
the reason that the chart was not then ready to be 
given to the Sunday school public. 

At the time the lectures referred to were delivered 
we had no thought of preparing more than one chart. 
The many valuable suggestions that were received, 
however, required so elaborate a chart that only the 
Sunday schools that were larger and more favored as 
to equipment and organization than the average, 
could carry out the ideas suggested. Two charts, 
therefore, were decided upon and are herewith pre- 
sented. Chart Number 1 is for schools of two hundred 
members, or less, and may be adapted to schools of 
one hundred members or even less, although in very 
small schools some features may have to be elimi- 
nated. Chart Number 2 will be found helpful, we 
trust, to all Sunday schools of more than two hundred 
members and may be adapted to the very largest 
schools. 

It is not claimed that these charts represent the 
last word in Sunday school organization. They are 
suggestive only. Nor does it follow that a school 
is not well organized that does not adopt the sug- 



FOREWORD IX 

gestions made here. Conditions vary in different 
localities. The personality of the pastor and the 
superintendent and their associates and the require- 
ments of the local field will find expression in the 
organization of the school, and properly so. The 
reading matter in this book is simply a detailed 
explanation of the charts, which are designed to be 
framed and placed in the Sunday school room. It is 
not our purpose to describe the school in action. 
We give only the framework, the skeleton, of the 
organization. That the Spirit of the Living God 
may be ever present among the wheels to bless and 
to help many Sunday school workers is the prayer 
of the writer. 

Marion Lawrance 
Chicago, June, 191%. 



CONTENTS 



PAGE 

Foreword vii 

The Sunday School Organized — Chart 1 

facing 2 

The Sunday School Organized — Chart 2 

facing 3 

I. The Church and its Sunday School 3 

II. The Sunday School and its Cabinet 13 

III. Other General Officers .... 22 

IV. General Departments 38 

V. Standing and Special Committees . . 46 

VI. The Divisions 52 

VII. The Elementary Division .... 57 

VIII. The Secondary Division 67 

IX. The Adult Division 76 

X. The Lessons and Organization . . 81 



THE SUNDAY SCHOOL ORGANIZED 
FOR SERVICE 




Official Sunday School Committee —Pastor 

Same in both Charts 1 and 2 



School Or} 




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L DEPARTMENTS 



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ADULT 

Ages 20 and Up 

DEPARTMENTS 

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Organized Classei 



Home 
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Devotional Missionary Social 
(Others as Needed) 



I 

DIVISIONS 



SECONDARY 



artmental Officers and Teacher; 
cers of Organiied Classes cormi 
The Secondary Council 



DEPARTMENTS 




1, 15, 16 


Selor 

Ages 17, 18, 19 


y» 

3 to 20 


Girts 


Ages 13 to 20 




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The Sunday School Organized 




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GENERAL DEPARTMENTS 




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ELEMENTARY 



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SECONDARY 

DEPARTMENTS 



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Chart No. 1— For Small Schools 



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The Departmental Officers and Teachers and 

the Officers of Organized Classes constitute 

The Adult Council 










DEPAR 


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Organ Iz 




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Superintendent Teacher 


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Secreuij l>easure 


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THE SUNDAY SCHOOL ORGANIZED 
FOR SERVICE 

I 

THE CHURCH AND ITS SUNDAY SCHOOL 

THE CHURCH 

I ESUS CHRIST gave to his disciples the specific 
commission that they should carry the gospel to 
every corner of the earth. No such program was 
ever laid out before nor since and, indeed, no such 
program could ever have been laid out by any other 
than the Son of God. Nor can such a program be 
carried out by any other agency than the Church 
of God. 

We are bewildered in these days by the multitude 
of religious and philanthropic organizations, devoted 
Too many to s P ec ifi c tasks and all claiming sympathy 

organiza- and support. The unwisdom of this con- 
tions !•,• i j 

dition is becoming more and more appar- 
ent, and the day is not far distant when the Church 
will awaken to a full consciousness of its responsibility 
and demand a simplification of the organization of 
Christian forces, the combination of such agencies as 
overlap, and the elimination of those which are un- 
necessary. However, the Church must not complain 
over-much, for most of these organizations have 
grown up in fields that it has left fallow. 



The Sunday School Organized 





oss. . | _ | | , ;- "7" 7 s 


';•■ ' 


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GENERAL DEPARTMENTS 










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4 THE SUNDAY SCHOOL 

No agency can be called truly Christian that is not 
in harmony with the Church and seeking to carry out 
The Church a P ar ^ °^ ^e Church's great program, 
should con- It follows, therefore, that the Church 
agencies itself, either directly or indirectly, through 
connected its individual members should control, as 
far as possible, all agencies inaugurated 
for the purpose of extending the Kingdom of 
God on earth. It is fundamentally wrong to 
regard the Sunday school, The Young People's 
Society, The Missionary Society, The Brother- 
hood, and other activities in a local church, 
as institutions. The Church alone is the insti- 
tution which bears the commission of our Lord 
and all of these activities are subservient thereto 
and are valuable, for the most part, only to 
the extent to which they render proper allegiance 
to the great institution out of which they grew — 
the Church. 

All authority for the Sunday school is vested in 
the Church. However, in recognizing and assuming 
All authority this authority, the Church must not fail 
for the Sun- likewise to recognize both its opportunity 
is vested in and its responsibility. There can be no 
the Church harvest without the seed-sowing, and this 
is as true of that Living Seed, the Word of God, as it 
is of corn or wheat. The responsibility of teaching 
the Word of God is upon the Church, and it does not 
end with the "families of the Church," nor with the 
immediate neighborhood, for Christ's command, 
"Go ye, therefore, and make disciples of all the 
nations," still holds. 



ORGANIZED FOR SERVICE O 

The Church, generally speaking, has been very 
remiss and shortsighted in its attitude toward the 
The Church Sunday school. The Sunday schools of a 
is remiss in century or so ago were really a protest 
toward^the a g a i nst the inactivity of the Church in 
Sunday regard to teaching the Word of God; 

and even today, with all the encouraging 
indications about us, the Church as a whole cannot 
be said to be fully awake to its marvelous opportu- 
nity, when probably not more than one-fourth of the 
Church membership is sufficiently interested in the 
Sunday school to attend its sessions. However, 
better days are coming — indeed, they are here. 
Greater advance has been made in Sunday school 
work and Bible study in the past fifty years than 
in all the centuries gone before; and during the past 
ten years more advance has been made than in the 
preceding forty. The handwriting on the wall is 
The Church clear. The church of the future must be 

of the future a Sunday school church, at least to the 

a Sunday / . '. 

school extent ot taking very seriously its respon- 

church sibility for instructing the people, of all 

ages, in the Word of God. The Sunday school 

offers the best opportunity for this, because it is the 

Bible-teaching service of the Church. The Sunday 

school is, also, the best channel through which the 

Church can discharge its responsibility to the helpless 

and needy, and to the community in general, by 

means of what is known as "Social Service." 

The Sunday school, therefore, is not to be regarded 

as an institution separate from the Church, and those 

misguided superintendents and Sunday school leaders 



6 THE SUNDAY SCHOOL 

— of whom, unfortunately, there are not a few — 
who look upon the Sunday school as solely their 
The Sunday work, without recognizing responsibility 

school is not |- y ie church an( J its officials, must rapidly 
separate . ^ v 

from the give way to leaders of larger vision and 

Church more loyal heart. No suffering church, 

however, should expect this happy estate unless it 

gives to the Sunday school its rightful place in its 

own heart-life, and a strong administration. 



THE OFFICIAL SUNDAY SCHOOL 
COMMITTEE 

The church's responsibility for carrying out its pol- 
icy toward its Sunday school should be placed with 
some duly constituted committee, organized for that 
purpose, or with that purpose as part of its legitimate 
work. In some denominations the general adminis- 
tration of the Sunday school affairs is definitely 
provided for in committees that have other responsi- 
bilities, like the Session of the Presbyterian Church; 
A committee and in still others there is the Special Com- 

c , hos jr n ky mittee, as in the Sunday School Board of 
the Church _ _ ' . .. _ . , ™ , T . 

should have the Methodist Episcopal Church. It is 

oversight essential that some such committee, duly 
Sunday constituted by the church, should have 

school general oversight of the Sunday school 

and all of its affairs. It does not follow that this 
oversight should reach to the extent of detailed 
administration, thus thwarting individuality and ag- 
gressiveness on the part of the Sunday school 
workers themselves. It does follow, however, that 



ORGANIZED FOR SERVICE 7 

such oversight should be sufficiently forceful to pre- 
vent anything from being done in the Sunday school 
that is contrary to the expressed policy of the 
church. 

This committee should not assume the role of dicta- 
tor but rather that of counsellor, provider and friend. 
This com- The closest relationship should exist be- 

mitt ®® « , tween such a committee and another corn- 
should look . _ 1^1. i.i 
out for the mittee, the [Sunday School Cabinet, which 

needs of j s j- be described later. Indeed, they 
the school _ . _ _ _ . i 

and its im- should have irequent meetings together. 

provement j^g committee should lead and not fol- 
low. It should not wait until the needs of the 
school, as to suitable buildings, equipment, lesson 
courses, etc., are forced upon it; it should be think- 
ing ahead of the school. This will be impossible 
unless, as individuals, the members of this committee 
maintain an active relationship to the school. No 
such committee can hold aloof from the Sunday 
school and at the same time administer wisely the 
affairs of the school. Such aloofness has caused 
much friction in the past and friction will continue 
until the cause is remedied. The church could hardly 
do a wiser thing than to require actual membership 
in the Sunday school as a condition of eligibility 
to membership upon this committee. 

THE PASTOR 

The church is coming more and more to recognize 
the rightful place of the pastor. He is the man whom 
God has set apart for this high office. In many cases, 
he has turned aside from the lure of the business world 



8 THE SUNDAY SCHOOL 

to answer the divine call and to devote his life to his 
fellow men, as a minister of the gospel. As a class, 
the pastors of our churches are unselfish, consecrated, 
high-minded, warm-hearted, overworked and under- 
paid servants of God. No great movement for 
betterment has ever taken place, and no great ad- 
vance in civic and religious affairs has ever been made, 
but the pastors supported it, leading their churches. 
There was a day when "pastor" and "preacher" 
were well-nigh synonymous but that day is past. 
The duties The duties of a pastor are many. He is 
of a pastor |-] ie shepherd of his flock — adviser, coun- 
sellor, confidant, sympathizer, and friend. He marries 
the young, ministers to the suffering, and buries the 
dead. He stands in the community and before the 
world for every form of righteousness and Christian 
propaganda. He must know what is going on in 
educational circles about him. He is a politician, in 
the best sense — in that he studies community condi- 
tions and seeks to promote good men and righteous 
measures. Of course, primarily, he must be a preacher, 
but, to sum up all of his duties, he is a Christian 
leader. No man in any community can exert a more 
far-reaching influence than the loyal, efficient, faithful 
Influence of pastor of a church. In his hands, more 
the pastor than i n the hands of any other man or of 
any committee, rests the welfare of his church. He 
should be loyally supported, wisely counselled, and 
faithfully protected. He will probably be the most 
active figure in the Sunday School Committee referred 
to, and, therefore, the most vital factor in the adminis- 
tration of the school, from the standpoint of the 



ORGANIZED FOR SERVICE 9 

church. No one person can help or hinder the school 
as can the pastor. 

Before assuming his first charge, the pastor should 
have received very definite training as a Sunday 
Ministers school leader. He should have received 

should be this training at the same time and in the 
trained for °. . 

Sunday same place that he received his other train- 

school work [ n g — namely, the theological seminary. 
It is as important that he should be a teacher of 
teachers and a trainer of trainers as that he should 
be a preacher of sermons. One of the most helpful 
signs of our times is the recent attitude of the theo- 
logical seminaries toward the Sunday school. They 
have always paid some attention to it but many of 
them altogether too little. Perhaps a little less time 
spent studying about the ancient "Church Fathers" 
and a little more time spent studying about the 
modern "Church Sons" would have found us farther 
on our way. Within the past ten years, however, 
Progress in l ar & e numbers of seminaries in the United 
theSemina- States and Canada have added special 
Sunday school courses, and some have 
even put in Sunday school professorships. The day 
is coming when a seminary without a specific chair 
on religious education, pedagogy, child study, and 
the history and administration of the Sunday school 
will be considered as deficient as if it lacked the 
chair on homiletics. 

The pastor should be a student of the Sunday school 
movement. He should attend Sunday school con- 
ventions, denominational and interdenominational, 
and read current Sunday school books and literature. 



10 THE SUNDAY SCHOOL 

In every way at his command, he should keep abreast 
of the times as a Sunday school specialist. If possible, 
he should be a better superintendent than his super- 
intendent, and a better teacher than the teachers in 
Children ^is sc hool. If his Sunday school is what 
should enter it ought to be, and what by his coopera- 

fromthe C ^ on ** ma y be, ^ e w ^ receive into his 

Sunday church, from its ranks, more members 

than from all other sources combined. 

It ought, therefore, to be a short step from the 

Sunday school into the church. It rests largely with 

the pastor how long that step shall be. 

The pastor who expects to control the policies of 

his Sunday school, however, simply because he is 

pastor, will be disappointed. He must be a leader 

_ - in his school or he cannot be a leader of 

Leadership 

based on his school. The ability to lead is not 

intimate vested in titles. It comes from actual 
knowledge . . . 

contact and association with those to be 

led and from superior knowledge of the things for 
which they stand. His leadership, however, ought 
not to be that of domination but rather that of 
working through others. Every display of authority 
lessens authority. .■' 

No pastor can do a wiser or more profitable thing 
than to be in full cooperation and sympathy with his 
Pastor Sunday school, for there he comes face to 

should be f ace w ^j 1 t j ie strong young people who in 
sessions of the years to come will make the church, 
the school Accordingly, he should be in vital, active 
relationship to the Sunday school, always present at 
its sessions and interested in everything it does. 



ORGANIZED FOR SERVICE 11 




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ORGANIZED FOR SERVICE 13 
II 

THE SUNDAY SCHOOL AND ITS CABINET 

THE SUNDAY SCHOOL 

X HE position occupied by the Sunday school, as 
indicated in both charts, is intended to illustrate its 
relation to the church, the Official Sunday School 
Committee and the pastor, on the one hand, and the 
superintendent and all the other officers and teachers, 
on the other. Inasmuch as this book is devoted 
exclusively to the Sunday school, it will be necessary 
to say but little about the school at this point. 

The relation of the Sunday school to the church, 
as a church service, for teaching and studying God's 
Word, as a channel for social service and missionary 
and temperance endeavor, should be fully recognized 
by all who have anything to do with it. The Sunday 
school is rapidly coming to its own. Its growth and 
development have been the marvel of all who are 
Growth of interested in the religious movements of 
Sunday our times. There are at present about 

300,000 Sunday schools in the world, with 
an enrollment of more than 30,000,000 members. 
There are 2,500,000 voluntary, unpaid officers and 
teachers, who, for the most part, are earnest, conse- 
crated, devoted men and women. Such an army as 
this the world has never seen in any other single line 
of Christian activity. 



14 THE SUNDAY SCHOOL 

The possibilities of the Sunday school are beyond 
computation. Without a doubt, we have not yet 
. begun to realize its full scope and power, 
bilities of the Its adaptability to all fields, its simplicity 
Sunday f organization, its lack of conventionality 

in its activities, all contribute to its effect- 
iveness. When any church becomes thoroughly 
imbued with the Sunday school idea, an effective 
Sunday school usually follows; and good Sunday 
schools make good churches. 



GENERAL SUPERINTENDENT 

The title "General Superintendent," for the chief 
executive of the Sunday school, is used because, in 
the ordinarily accepted nomenclature, a superin- 
tendent is placed at the head of each department. 
Personally, I prefer the word "principal" as the title 
of one in charge of a department, as it is more in 
keeping with the use of the word in the public schools. 
The superintendent is at the head of the school system 
in a city; the principals are each in charge of a build- 
ing, with teachers under their care. If the word 
"principal" were used, I would drop the word "Gen- 
eral" and use the one word "Superintendent," for 
the chief officer of the Sunday school. It is impossi- 
ble, in our brief space, to speak adequately of the 
superintendent as a man, an officer, a student, an 
organizer, and a leader. Many books have been 
written on the subject. For our present purpose, 
we must be content to speak of him as an officer and 
a leader. 



ORGANIZED FOR SERVICE 15 

First of all, he must come to his task with authority. 

That authority should come from the church, because 

^ he represents the church in the adminis- 

The super- . 3 p . ... 

intendent tration ot one ot its activities. As an 

must have officer, therefore, he should be elected by 
authority . #1 , _ 

the church and be responsible to the 

church. The church may delegate this responsibility 
to a committee, as previously indicated, but the 
church, as such, does not thereby relieve itself of the 
responsibility to elect and properly support the super- 
intendent of its Sunday school. 

The superintendent should be recognized as the 
chief executive officer of the school. Naturally, he 
will give more time to it than any other person, and 
his plans should be given careful consideration; 
and, unless found contrary to the policy of the church, 
they should usually be carried out. Since he is to 
be held responsible for the organization of the school, 
Superin- ^ e should nominate, at least, if not appoint, 
tendent all the other officers, and be associated 

nominate w *th the P as tor and the departmental 
all other superintendents in the selection of the 
teachers. Many a competent superin- 
tendent has failed as an executive officer because he 
was not permitted to select those upon whom he 
was obliged to depend to carry out his plans. If the 
other Sunday school officers chosen by a church com- 
mittee are not in fullest sympathy with the superin- 
tendent, he will be unable to do good work. 

Let great care be taken by the church in selecting 
this important officer; but when he is chosen give 
him the liberty that is necessary to secure the best 



16 THE SUNDAY SCHOOL 

results. This is where his ability as an organizer 

must be shown. He can do very little of the detail 

work himself but as an organizer he must be able to 

select those who will effectively cooperate with him. 

The ability to organize and the ability to lead 

are not the same. Many superintendents are good 

organizers but poor leaders. The difference is that 

of the drill-master in camp and the field-officer in 

battle. All that was said above in relation to the 

pastor as a leader applies, with greater force, to the 

superintendent, for he is usually a voluntary, unpaid 

-« officer. As a leader he must command 

The super- _ 

intendent the love and confidence 01 his associates 

m ^st com- or he cannot command their cooperation, 
mand the . 

confidence It was said 01 JNapoleon that his presence 

of his . A was equal to that of 20,000 of his men. 
associates , 

This statement grew out of the confidence 

his soldiers had in him as a leader. While some of 

the principles of leadership are the same in warfare 

and in the Sunday school, they are, nevertheless, 

quite unlike in many of the essentials. In Christian 

work, as in nature, the silent forces are the strongest. 

To make The superintendent who organizes his 

himself un- school so as to reduce to a minimum the 

necessary is 

the leader's necessity 01 his own actual presence is a 

highest task w j se l eac [ ei \ It is said of a physician that 
he renders his best service when he renders his service 
unnecessary. The physician's service is necessary, 
however, before it becomes unnecessary. This is true 
of the superintendent. ; 

No real leader runs ahead of his associates and 
snaps the cord that binds them together. He remains 



ORGANIZED FOR SERVICE 17 

with them and inspires, guides, directs, and enthuses 
them, and when the battle is won, apparently by them 
and not by himself, he rejoices. Not all is joy, how- 
ever, with a leader. There is much of loneliness, 
misunderstanding, and suffering. This is part of 
the price that must be paid and always is paid by 
everyone who really leads. 

Bishop Brent, in his excellent book entitled "Leader- 
ship," 1 says: 

"Men walk singly and alone only until the right 
voice calls them to follow. The world is greedy for 
leadership, so much so that it is easy to impose upon 
the credulity of the multitudes, but this makes it all 
the more necessary that your leadership should be a 
real thing, sound to the core, determined as Fate, pure 
as the sea. ... A leader is one who goes before. He 
keeps in advance of the crowd without detaching him- 
self from the crowd but so influencing them as to attach 
them to his ideal selfhood. . . . Leaders must be pre- 
pared for pain — the pain of loneliness, the hardest of 
all discipline to the social nature; of visions ridiculed; 
enthusiasm misunderstood; plans rejected by those in 
whose interests they were formulated. You cannot 
have the joy of leadership without its discipline or, at 
times, its anguish." 

After thirty-one years of Sunday school superin- 
tending and a quarter of a century of public Sunday 
school work, as a general secretary, although realizing 
that much of my work has fallen far below my ideals, 
I can, nevertheless, testify to the truth of Bishop 
Brent's words. In a very peculiar sense, and espe- 
cially so in Sunday school work, true leadership 

1 Longmans, Green & Co. 



18 THE SUNDAY SCHOOL 

consists in losing one's life in order that one may 
find it. 

THE SUPERINTENDENT'S CABINET 

The Superintendent's Cabinet is composed of the 
general officers and departmental superintendents of 
the school. If these officers have been wisely chosen, 
the efficiency of the Cabinet is assured. When the 
Cabinet is in session, the superintendent can place 
All depart- his finger on any spot in the school, for all 

mentsofthe j^e representatives are there. It is the 
school repre- , , , , 

sented in the laboratory, the pattern-room, the power- 
Cabinet house of the school. What the national 
Cabinet is to the president of the United States, the 
board of directors to the bank, this Cabinet is to 
the superintendent of the school. No plan affecting 
the whole school can be made intelligently with- 
out the cooperation of the entire Cabinet. Indeed, 
no wise and permanent plans can be made affecting 
a given department, without the cooperation of all. 
It would be impossible to introduce anything into one 
department that would have a bad influence on other 
departments, if all the representatives were present 
when it was being discussed. 

The Cabinet should meet regularly, at least once a 
month — once a week is better — for the study of 
the school. It should concentrate on the weak places. 
It is the clearing-house of the school. The Super- 
intendent's Cabinet will energize, regulate, systema- 
tize, and unify the operations of the whole school. 
It is the cement that binds the classes into a working 
whole. It leads the battalions to face in one direc- 



ORGANIZED FOR SERVICE 19 

tion and enables them to keep step as they advance 
together. It effectually thwarts the faddist in any 
department and creates an esprit de corps, which is 
essential to the best results. The pastor is a member 
of the Cabinet, because he is pastor of the church, 
and in no other place can he make his influence felt 
to greater advantage for the uplift and betterment 
of the school than here. 

PERSONNEL OF THE SUPERINTEND- 
ENT'S CABINET 

The Superintendent's Cabinet would, therefore, 
be made up of the following persons in a school of 
two hundred or less, according to Chart Number 1, 
with other general officers added as elected: 

Pastor 

General Superintendent 

Associate Superintendent 

Secretary 

Treasurer 

Classification Superintendent 

Librarian 

Birthday Secretary 

Missionary Superintendent 

Temperance Superintendent 

Teacher Training Superintendent 

Music Director 

Cradle Roll Department Superintendent 

Beginners' Department Superintendent 

Primary Department Superintendent 

Junior Department Superintendent 



20 THE SUNDAY SCHOOL 

Intermediate Department Superintendent 
Senior Department Superintendent 
Adult Department Superintendent 
Home Department Superintendent 

For larger schools, as provided for in Chart Number 
2, the personnel of the Cabinet would consist of the 
following persons, with other general officers added as 
elected: 

Pastor 

General Superintendent 

Educational Director 

Associate Superintendent 

General Secretary 

General Treasurer 

Enrollment Secretary 

Classification Superintendent 

Supply Teachers' Superintendent 

Librarian 

Historian 

Birthday Secretary 

Missionary Superintendent 

Temperance Superintendent 

Teacher Training Superintendent 

Musical Director 

Financial Director 

Athletic Director 

The chairmen of the following standing com- 
mittees, and the other officers named below, would 
also be included: 

Ushers 

Doormen 



ORGANIZED FOR SERVICE 21 

Courtesy s 

Social 
House 

Aides , 

Messengers 

President of the Alumni 
Cradle Roll Department Superintendent 
Beginners' Department Superintendent 
Primary Department Superintendent 
Junior Department Superintendent 
{Intermediate Department Superintendent 
\ Senior Department Superintendent 

or 
{Boys' Department Superintendent 
\ Girls 9 Department Superintendent 

or 
9 Teen Age Department Superintendent 
Adult Department Superintendent 
Home Department Superintendent 
Parents' Department Superintendent 

I would add to this list also some representative 
of the organized classes. If there is a federation of 
organized classes in the school, the chief officer of 
the federation should be a member of the Cabinet. 

As new officers or departments are added, for 
example, superintendent of hand-work, Department 
of, etc., etc., there should likewise be corresponding 
representation on the Cabinet. 



22 THE SUNDAY SCHOOL 

III 

OTHER GENERAL OFFICERS 

EDUCATIONAL DIRECTOR 

JL HIS is comparatively a new office but it is one 
which is rapidly coming into favor because of the 
increased interest in educational Sunday school work. 
It is more and more apparent that the Sunday school 
superintendent, especially in a good-sized school, 
will have his hands too full with matters of admin- 
istration to give this important function of the school 
The educa- work — religious education — the atten- 
^h^iVi? 1 ^ ti° n ** should have. Furthermore, the 
charge of a educational side of the school is much more 
specialist likely to be properly developed if it is in 
the hands of a specialist or some other person who 
can devote adequate time to it. In many churches 
nowadays there is a committee on religious educa- 
tion, having in charge the instruction given not only 
in the Sunday school, but also in all other depart- 
ments of the church life. It would be an ideal plan 
for one member of that committee, if otherwise prop- 
erly qualified, to be appointed as the educational 
director of the school. This officer would then be- 
come the living link between the Sunday school and 
the church committee on religious education. The 
results are likely to be much more satisfactory by 
this arrangement than if the educational director is 



ORGANIZED FOR SERVICE 23 

not in touch with the church committee. If- this 
position is well filled in any school, the superintendent 
will be greatly relieved because of the enlarged oppor- 
tunity he has to devote himself to administration, 
and, if he is wise, he will congratulate himself and the 
school as well. 

The educational director should keep abreast of 
the times in all matters of religious education related 
to the Sunday school. He should keep in close touch 
also with the teachers of the school, so as to ascertain 
whether the lessons are adapted to the classes where 
Conferences ^ e ^ are use d- He should not only know 
with the what is going on in all the classes but 
should see that the desired results are 
attained. This will require occasional meetings with 
the teachers as a body, or by departments, and 
frequent conferences with them individually. Some 
Sunday school specialists of our day claim that the 
educational director should be chosen in the same 
manner as the superintendent and should have equal 
authority with him. It is evident that the church 
should have the right to nominate, at least, if not to 
select, the educational director, but the superintend- 
ent's place as the administrative head of the school 
must be undisputed and unshared, if the best results 
are to follow. 

ASSOCIATE SUPERINTENDENTS 

Sunday schools are oftener under-officered than 
over-officered. The rule determining the number of 
associate superintendents is exceedingly flexible. 
Indeed, there is no rule except that of expediency. 



24 THE SUNDAY SCHOOL 

It is a sign of a good superintendent that he gathers 
about him capable persons to serve as his associates. 
In a real sense, they are understudies for his position 
or for a similar position elsewhere at a future time. 
Rotation in Associate superintendents should not be 
duties required to do the same kind of work con- 

necessary tinuously: one associate doing one kind 
of work and another a different kind, without inter- 
changing. Associate superintendents who become 
familiar with all departments of the school will be 
most effective in the positions they hold and soonest 
fitted for larger ones. They are, in a true sense, the 
superintendent's partners. If superintendents were 
more careful in the training of their associates there 
would be fewer unfortunate breaks in the life of the 
Sunday school when the superintendent moves away 
or gives up his place. For given periods of time the 
various associates should have specific duties to 
perform; meanwhile, they should be always alert to 
see and do the thing that should be done, whether it 
is assigned to them or not, provided there is no one 
else at hand to do it. In no department of the school 
Team-work is there so much need for genuine team- 
necessary WO rk as there is with the superintendent 
and his associates. If, for any reason, the superin- 
tendent is not present on a given Sunday, whether 
his absence is expected beforehand or not, there 
should be no occasion to enquire who should preside 
in his place. That must be settled beforehand. It 
is desirable that one of the superintendents be con- 
stantly on the platform, not as a spy but to study 
the school. The associate whose duty it is to be on 



ORGANIZED FOR SERVICE 25 

the platform when the superintendent is not there 

should know his position without being told each time 

he is needed. 

Many superintendents find it profitable to place 

one of the associates in charge of specific features of 

^ ie the platform work. It may be his task to 

Platform * * 

work shared take charge ol the opening 01 the school on 

by the one Sunday and the closing exercises on 

associates 

another, or he may be responsible for 

making the announcements, etc. This should be done 

frequently, the superintendent selecting one associate 

on one Sunday and another on another Sunday. 

Whoever is to render any special service of this kind, 

however, should know of it in advance. 

The following duties may be assigned to the asso- 
ciate superintendents: 

See that all absent officers and teachers are given 

proper attention. Specially look after such absentees 

f as are ill. Study the order and discipline 

associate of the school. See that the other officers 

superin- are d mg their work properly. Cooperate 
tendents . ° . . , . , 

with the pastor m securing church attend- 
ance. Plan ahead for special occasions, such as 
Children's Day, Rally Day, etc. Study the records 
with the secretary in order to find the weak places. 
Be sure that the grading is being maintained. Study 
the finances with the treasurer, with a view to increase 
the amount and secure more regularity in giving. 
Study the benevolences of the school. Become 
familiar with the library and the method of its use. 
See that new members are properly received. Study 
the departments, one at a time, to ascertain whether 



26 THE SUNDAY SCHOOL 

they are doing their best work. See that visitors 
receive proper attention. Look after the social life 
of the school. See whether the Athletic Depart- 
ment is properly managed. Help to develop the 
week-day activities of the organized classes. Give 
attention to the Sunday school music, in conference 
with the musical director. Ascertain whether the 
equipment is adequate in all departments. 

The duties mentioned above are suggestive only. 
The associate superintendents are not to do the work 
assigned to others but should be competent and ready 
to do anything that needs to be done, to see that 
everything is in running order and to keep it so. 

There should be a minimum of floor-walking and 
moving about and a maximum of open-eyed alertness. 

THE SECRETARY 

It is impossible to overestimate the value, to any 
Sunday school, of a really good secretary. He always 
The school knows and never guesses. His records are 
records kept in such a way that he can report at 

any moment the actual present enrollment of the whole 
school or of any department. He studies how to 
make his reports helpful to the school by way of com- 
parison and incentive. His records show all im- 
portant facts about every member of the school, facts 
as to entry, promotion, joining the church, leaving, 
etc. Records of this kind, properly kept, are of 
great and increasing value, while records which cannot 
be depended upon are useless. 

The secretary should carefully instruct all of the 
teachers in regard to class-marking and see that they 



ORGANIZED FOR SERVICE 27 

follow the plans exactly. He should be kind, patient, 
and courteous, neat in his work and absolutely de- 
pendable. Usually people who occupy clerical posi- 
tions during the week make the best secretaries. 

The secretary should look upon his position as the 
most important one in the school and study his work 
The secre- diligently from every standpoint. A Sun- 

tary should <jay school, for instance, may show about 
study attend- _ u i i , 

ance figures the same average attendance, as a whole, 

and keep the throughout a given period, and if the sec- 
supenn- , ° . r_ x .. _ 

tendent retary knows that the Intermediate De- 

informed partment is losing steadily and the Junior 
Department is gaining proportionately, he is in posi- 
tion to give the superintendent such information as 
will enable him to deal with the matter intelligently. 
In countless similar cases his technical knowledge 
of conditions will help the superintendent. His 
quarterly and annual reports should reveal to the 
superintendent what the inventory of a department 
store reveals to the manager — namely, departments 
that are gaining, departments that are losing, and 
also the general condition. 

THE TREASURER 

The Lord's money should be handled with as much 
precision and care as the money in a bank. The 
All expendi- records of receipts and expenditures should 

ture must be j-^ care f ully made, so as to show where the 
properly au- J 

thorized and money comes trom and now it is expended, 
recorded Qf course no money will ever be expended 
except upon the proper action of a committee or an 
individual empowered to authorize its payment. We 



28 THE SUNDAY SCHOOL 

are almost tempted to class the treasurer of the school 
as a member of the Educational Department, for 
certainly there can be no feature of Christian educa- 
tion more important than that of training the scholars 
in proper methods of giving. One generation of 
Sunday school pupils well trained in the grace of 
giving to the Lord's work would do away with most 
of the debts of churches and missionary boards. 

The treasurer should study the Sunday school very 
carefully, with a view to developing intelligent giving, 
Intelligent rather than large giving; for intelligent 
giving giving will become large giving. Such a 

study will be interesting as well as profitable. For 
instance, in a large number of schools, the treasurer 
will discover that the young women, many of whom 
are not supposed to be earning money, contribute 
more largely than the young men. He will learn 
also that in very few schools is the giving in propor- 
tion to the ability. If the average per capita is but 
two cents per Sunday, he should endeavor, by wise 
leadership and occasional announcements from the 
platform, to raise it to three cents and then to four 
and then to five, and so on, until the school is giving 
Systematic all it should. He should try to secure 
giving definite weekly pledges from all of the 

members, except in the younger departments, and 
should provide them with envelopes, that they may 
learn to become systematic givers while in the Sunday 
school. It will be good training for their church life 
later. Frequent reports to the school of its financial 
condition will be helpful. A school should always be 
informed, also, concerning the use that is made of its 



ORGANIZED FOR SERVICE 29 

money. No treasurer could render a better service 
than to lead the scholars out of the duty of giving 
into the joy of giving, and to teach them that right 
giving is worship. If there is a finance committee in 
the school, the treasurer should keep in close touch 
with it and comply with all of its requirements. 

THE ENROLLMENT SECRETARY 

This office is frequently combined with that of the 
general secretary of the school or with that of the 
superintendent of classification. In Sunday schools 
of considerable size, however, there is opportunity to 
render a service here that is somewhat more valuable 
than can be rendered by either of these officers, 
burdened as they are with the various kinds of work 
that they are expected to do. It would be entirely 
proper for the enrollment secretary to be under the 
direction of the secretary. The work required is that 
of keeping a live, up-to-date list of the school member- 
ship. This is not an easy thing to do. 

It is well, also, to put into the hands of this officer 
the keeping of the records of honor, so that at the end 
The records of a given quarter he can tell how many 
of honor f j-j^ members in the various departments 
have reached the standing required for mention upon 
the Roll of Honor or for other recognition. He will 
supply, for the most part, the information needed by 
the historian of the school. His records may be kept 
in a book or by the card system. The latter is now 
generally looked upon with the more favor. 



30 THE SUNDAY SCHOOL 

THE SUPERINTENDENT OF CLAS- 
SIFICATION 

This officer is sometimes called "Superintendent of 
Grading." There is no position more difficult to 
Grading the maintain properly. It should be occupied 
school by a person thoroughly familiar with the 

grading of the school and one who has absolute au- 
thority to place all members in their proper depart- 
ments. No school can remain a graded school if it 
permits scholars to enter any class they like, or if 
it permits teachers to enroll scholars in their own 
classes at pleasure. No other person but the super- 
intendent of classification should ever be permitted 
to enroll anyone as a member in any department of a 
graded school. 

There should be a printed card of application for 
membership. This should be filled out by every per- 
Application son desiring to join the school, regardless 
cards, also of age — unless he is too young to write, 

gl in which case the superintendent could 

easily determine in what department to enter the 
applicant. The card would give all the desired in- 
formation as to name, address, age, advancement, etc., 
so far as they are necessary for grading purposes. 

All teachers and officers should understand that new 
scholars desiring to enter the school should be taken 
first to the desk of the superintendent of classification. 
This officer does not assign pupils to a class but to a 
department. The superintendent of the department 
will know best as to the class in which new scholars 
should be placed. Therefore, when a scholar has been 



ORGANIZED FOR SERVICE 31 

assigned to a given department, the responsibility of 
the superintendent of classification ceases so far as 
that member is concerned, and that of the superin- 
tendent of the department begins. 

In the case of adults, an arrangement should be 
made whereby the application card might be filled 
out in the class and handed to the superintendent of 
classification for his records. 

SUPPLY TEACHER SUPERINTENDENT 

If the school is not too large, the work of this 
officer may be done by the educational director. The 
name defines the duties of the office. Nothing will 
cause a class to lose interest more quickly than to 
have its own teacher absent and no one specially re- 
sponsible to supply the place. The supply teacher 
superintendent should organize, if possible, 
supply a regular corps of supply teachers definitely 

teachers pledged to serve at different times, if 
needed. There are often those in a church 
who are quite willing to serve in this capacity but 
who are unable to take the full responsibility of a class. 
It has been found much easier, also, to secure supply 
teachers if they are not to be called upon oftener than 
once a month. By far the best plan, when it can be 
followed, is to have a supply teacher for each particu- 
lar class, so that it will always have the same supply 
teacher when the regular teacher is absent. In this 
way, the regular and the supply teachers can have a 
definite understanding as to the method of their work. 

The matter of supply teachers is comparatively 
easy in a school that uses the Uniform Lessons. 



32 THE SUNDAY SCHOOL 

Where the Graded Lessons are used it will be all the 
more necessary for the supply teachers to be assigned 
to particular departments, so that each supply teacher 
may know what class, or classes, she may be called 
upon to teach. This plan requires a large number of 
supply teachers, especially if there are many absences. 
It would be difficult for one teacher to hold herself in 
readiness to teach anywhere in a given department if 
the department were fully graded and the grades 
were using several different lessons. However, it can 
be done if the Supply Teacher Superintendent will 
give it the necessary attention. 

THE LIBRARIAN 

Fewer Sunday schools are maintaining libraries 
now than formerly, because many public libraries 
have large departments of books specially selected for 
Sunday school scholars. The books for such depart- 
ments are frequently selected by Sunday school 
workers at the request of the public library authorities, 
the latter furnishing catalogues of these particular 
books for distribution in the Sunday schools. Many 
Sunday school libraries have been discontinued, also, 
because of the large number of choice Sunday school 
papers now issued for pupils of all ages. However, a 
A good Sun- good library, properly maintained, is an 

day school advantage to any school. It is far easier 
library is a , .. . . 

great advan- to secure a good library than to maintain 

ta S e it, and here is where the skill of a librarian 

is chiefly required. No office in the Sunday school 

requires more expert knowledge than this, nor more 

care in its administration. A thoroughly competent 



ORGANIZED FOR SERVICE 33 

librarian, who is enthusiastic in his work, will have a 
popular library — that is to say, a library that is well 
patronized. 

The librarian is often made chairman of a library 
committee and no books are admitted into the library 
without his sanction. He keeps his library up-to-date 
by putting in a few new books from time to time and 
by keeping the school informed. It is far better to 
put in one new book a Sunday than fifty books at 
one time annually. The librarian should have his 
library properly classified, so that any member may 
easily find what he desires. As books become soiled 
and worn, they should be withdrawn or re-bound. 

A good librarian can do much toward cultivating 
right habits of reading and the desire for the best 
The cultiva- books. He is really an educational officer, 
tion of good He usually has charge also of the ordering 
of the regular supplies — such as quarter- 
lies, papers, cards — and printing. Here, too, is an 
opportunity for exercising a great influence for good. 
He will call the special attention of the executive 
officers to such periodicals as will help them. The 
teachers of adult classes will be asked to use lesson 
helps treating of the work of their department and 
similar suggestions will be made for all the depart- 
ments of the school. 

There should be in the library a workers' section, 
with classified lists of books for superintendents and 
A working and other officers, and for teachers of the 
library various departments, and with general 

books on teaching, pedagogy, psychology, handwork 
and other features of Sunday school work. The 



34 THE SUNDAY SCHOOL 

Sunday school librarian who is both competent and 
enthusiastic will add greatly to the efficiency of any 
Sunday school. 

HISTORIAN 

Not a large proportion of Sunday schools use this 
office at all. It is, nevertheless, important if properly 
maintained. It may be combined with that of the 
superintendent of classification or the enrollment sec- 
retary. If someone can be placed in charge of it who 
has a zest for this sort of work, much interest can be 
created. Certain leading facts concerning every 
member of the school should be sought for and properly 
entered, so that, upon turning to his name, one may 
note at once all the important facts concerning his 
membership. Up to this point, the work is similar 
to that of the enrollment secretary. 

After the scholar leaves the school, however, there 
should be an effort made to secure facts of interest 
Record of regarding him and these should be entered 
scholars an( j mac [ e known from time to time. In 
while in _ iiii. .i 

school and many cases there would be nothing special 

afterward j- re port, but a school that keeps in touch 
with its members after they leave is usually a school 
that is full of enthusiasm and encouragement. Many 
schools have adopted the motto: "Once a member, 
always a member." There is no question but that 
the living touch maintained with former members 
through the work of a careful and efficient historian 
increases the interest of those attending. One school, 
which started as a mission over fifty years ago, is 
always pleased to recall that its first lady teacher is 



ORGANIZED FOR SERVICE 35 

now a missionary in Turkey, although well advanced 
in years. Items concerning her are eagerly sought by 
the historian. 

At a Sunday school anniversary or similar occasion 
interesting facts concerning former members could be 
given as a sort of report from the historian. This will 
create much interest if properly presented. 

BIRTHDAY SECRETARY 

Many schools solicit birthday offerings from the 
members and use the money for missionary purposes. 
Birthday It is a good custom and helps to maintain 
offerings interest. The birthday secretary will have 
a slip upon which names and birthdays should be 
recorded. The age is not necessary. The names are 
entered in a large diary, having a page to a day. By 
disregarding the days of the week this secretary can 
use any diary until it is filled. It is well to have a 
birthday letter, either written or printed to be signed 
by the pastor or the superintendent or both, sent out 
to the one whose birthday is celebrated by the birth- 
day secretary, a week in advance. This letter should 
be congratulatory and should also remind the member 
that the coming Sunday is the nearest Sunday to his 
birthday and that an offering would be acceptable, 
for the birthday fund. In some schools the offering, 
solicited is one cent for each year of the giver's age 
ten cents for a ten-year-old, twenty cents for a twenty- 
year-old pupil, and so on. Thousands of dollars have 
been obtained through the birthday fund and used for 
benevolences by the Sunday school with which the 



36 THE SUNDAY SCHOOL 

writer was so long connected. It was always a source 
of interest. The reading of the names of those who 
have had birthdays during the week, as part of the 
regular Sunday school report, is a pleasing feature of 
each session of the school. 



ORGANIZED FOR SERVICE 37 





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38 THE SUNDAY SCHOOL 



IV 
GENERAL DEPARTMENTS 

MISSIONARY DEPARTMENT 

JL HERE should be a missionary superintendent in 
every Sunday school. If the school is large enough 
to justify it, there should be a missionary committee 
of from three to five persons, and the chairman should 
be the superintendent of the Missionary Department. 
To this committee, or to the superintendent, should 
be assigned the task of giving to the school a mission- 
Missionary ar y P r °g ram an d training it in systematic, 
program and intelligent missionary giving. This is a 
raining m0 st important office and affords a fine 

opportunity for cultivating a missionary spirit. The 
missionary superintendent should be a missionary 
enthusiast, familiar not only with what his denomi- 
nation is doing but with the great missionary enter- 
prises of the world. 

There are many things that such an officer can do. 
He can bring to the attention of teachers interesting 
facts gathered from recent missionary publications; 
see that there are some good missionary books in the 
library for all departments of the school and call special 
attention to them; make a collection of missionary 
curios and show them to the school or the separate 
departments or to the individual classes at proper 



ORGANIZED FOR SERVICE 39 

times, and have a set of missionary charts and maps 
for use as needed. 

One of the best ways of maintaining interest is 
through brief talks given frequently by the missionary 
superintendent in the opening service. Admirable 
outlines for such talks are provided in Trull's little 
book, "Five Missionary Minutes." The missionary 
superintendent should also arrange for an occasional 
missionary concert. There are many choice concert 
exercises now available for this purpose. 

TEMPERANCE 

Every Sunday school should be a temperance so- 
ciety and all the scholars should be properly taught 
temperance principles. The temperance superin- 
tendent has a field of great opportunity. The war 
The war against the saloon is on in this country 
against the and it is on to a finish. The Sunday 
schools can help to win the day. The 
temperance superintendent should seek to keep the 
school informed by bringing to them news of the latest 
developments on the subject. Scientific temperance 
instruction is undertaken in many schools, with good 
effect. Pledge-signing should be encouraged and 
proper records kept of all who sign. The temperance 
superintendent should have frequent opportunity of 
speaking briefly to the school, especially on Tem- 
perance Sundays, when temperance songs may be 
sung and perhaps an address given by someone from 
outside the school. All of this will be arranged by 
the temperance superintendent. 



40 THE SUNDAY SCHOOL 

The duties of this officer include the giving of in- 
struction iii regard to the use of tobacco as well as 
The use of to drink, and there is, perhaps, greater 
tobacco danger at this point with our boys and girls 

at this time than in the matter of intoxicating liquor. 
The superintendent will secure literature on the use 
of tobacco, and especially concerning cigarette smok- 
ing, and will see that it is properly distributed among 
the scholars. The prevalence of the cigarette habit, 
even among girls, ought to rouse our schools to action, 
and to the temperance superintendent is specially 
committed this important and difficult task. 

TEACHER TRAINING 

The superintendent of this department may be an 
assistant to the educational director, or the educational 
director may do the work of this office. It is a very 
important position and should be filled by an educa- 
tor, if possible. The purpose of this office is to 
secure the training of all the teachers of the school. 
An ordinary teacher-training course will not, of itself, 
make good teachers of all who take it, but it will cer- 
tainly make better teachers of them than they would 
be without it. 

The teacher-training superintendent may not be 

able, in all cases, to lead the teacher-training class, 

* ^.^ ix but he should see that it is organized and 
A difficult r __. . . ° 

department properly taught. Ihis is one oi the most 

to operate difficult departments to operate success- 
successfully . . 

fully, because it requires so much real 

work. Teaching is not easy and preparing to teach 

is a task that requires diligent study and application. 



ORGANIZED FOR SERVICE 41 

The weakest point in most Sunday schools is the 
teaching. We must have trained teachers, and any 
ordinary school may have them if it will address it- 
self to the task with sufficient faith and determination. 
There should be a teacher-training class organized 
for those already teaching, whenever it is possible. 
Classes for The most hopeful field of operation, how- 
teachers, ever, is among young people specially * 
and for those ° * , , . , 

preparing to qualified to become teachers, and organized 

teach 1^0 a teacher-training class meeting at the 

Sunday school hour. This is usually the best class 
for the teacher-training superintendent to teach, him- 
self. The teacher-training class may not be main- 
tained throughout the year but should have a thorough 
course covering perhaps six or eight months each year. 
The superintendent should also endeavor to culti- 
vate the reading habit among the teachers by placing 
in their hands the best books on different features of 
the teacher's work. The slogan of every Sunday 
school should be "Every teacher trained," and the 
teacher-training superintendent should undertake 
seriously to realize this ideal. 

MUSIC 

Too often the music of our Sunday schools receives 

slipshod attention. In small schools the chorister and 

A . the pianist, in consultation with the 

A music • i n i ii i 

committee superintendent, can generally do all that 

for large needs to be done, but in larger schools 
schools . ° 

the problem is somewhat more difficult. 

It is well to have a music committee in general 

charge of the music of the whole school. Such a 



42 THE SUNDAY SCHOOL 

committee should be properly organized. The choris- 
ter, while not necessarily at its head will usually be 
the central figure in it. 

Special attention should be given to the selection 
of music for the school, and particularly for the various 
departments which sing by themselves. The chorister 
should be a man who looks upon sacred music as a 
feature of the Sunday school worship and not as an 
exercise or entertainment. The chorister and the 
superintendent should be in the heartiest accord, so 
that the music may fit into the program for the day. 
If there is an orchestra, it should play appropriate 
music and be wholly under proper control. 

Much can be done to improve the music of a Sun- 
day school by having trained choirs. Some schools 
Trained have choirs of children — choirs of boys 
choir and of girls — and mixed choirs of young 

people. It is not possible for all schools to 
have a number of choirs but almost any school can 
have one. These choirs need not necessarily sing 
anthems. They may sing some of the hymns from 
the song-book in use, and if they sing well the music 
will always be enjoyed. They can add variety to 
the music by singing the stanzas of a hymn while the 
whole school joins in singing the chorus. An occa- 
sional solo will be interesting and helpful. Music is 
the soul of the devotional service of a school, as prayer 
and Scripture are the heart of it. 

Pay much attention to the music. See that it is 
worshipful and inspiring and that the words speak 
forth the gospel message. 



ORGANIZED FOR SERVICE 43 



FINANCE 

Altogether too few schools give systematic and 
suitable direction to their financial affairs. The 
Importance Sunday School Finance Committee should 
of annual include at least one representative of the 
covering all c ^urch. As soon as this Committee knows 
school approximately its available resources, it 

should prepare an annual budget, setting 
apart a certain amount of money for each item of 
outlay, including a carefully reckoned system of be- 
nevolences. Then it should plan its work by the 
budget and keep within the income. It should re- 
quire that all purchases be made through a given, 
recognized channel and that all bills be properly 
passed upon and paid. The business of the Sunday 
school should be transacted in a thoroughly business- 
like way that will command the respect of business 
people. The finance committee also has one of the 
school's finest opportunities to train the children and 
young people in the Christian grace of systematic 
giving. 

ATHLETIC 

Boys and girls must play, and it would do older 
people no harm if they, themselves, played more than 
they do. The question the Sunday school faces is 
whether or not the play shall be clean and suitable. 
Much of the athletics carried on outside of Sunday 
school jurisdiction is clean and wholesome but much 
of it is not. A properly organized athletic depart- 
ment in any good-sized school will conduct its work 



44 THE SUNDAY SCHOOL 

in such a way as to give real pleasure and profit, not 
only to those who participate but also to the whole 
school. 

Thousands of schools have teams for baseball, 
basket-ball, tennis, bowling, etc., and clubs for rowing, 
Importance fishing, swimming, hunting, and many 
of play other sports for gymnasium and field. 

Many a teacher who has utterly failed in the class has 
won a boy by playing games with him. Our Sunday 
schools are, more and more, coming to recognize that 
boys and girls have a four-fold nature to be developed 
— physical, mental, moral, and spiritual — and that 
our responsibility cannot be wholly met if we neglect 
any part of it. Let the boys and girls know that the 
Sunday school wants them to be strong in their 
bodies and happy in their lives, so they may be of 
greater service to the Lord. 

Do not try to organize too many teams or clubs for 
athletics at one time, but start with those called for 
and add others as the demand arises. 

ALUMNI 

This department is new to most Sunday schools, 
especially under this name, but many schools have 
tried to hold their former members by some sort of 
organization and in some places a department of this 
kind has proved successful. An alumnus is usually 
one who has been a member of the school and has 
moved away. In some cases there may be other 
conditions besides that of mere absence, such as 
having won certain recognition or having completed 
a prescribed course of study. 



ORGANIZED FOR SERVICE 45 

The ingenuity of the officers of the school will devise 
methods whereby this department can be made useful 
Home com- * n maintaining interest. Occasional home- 
ing re-unions coming reunions may be held profitably, 
where pleasing reminiscences may be re- 
cited. Anything that creates or maintains a feeling 
of interest among people banded together in any good 
cause is a benefit. The idea, of course, of this Sun- 
day school department is taken from the custom in 
practically all colleges, where the alumni exercise a 
large influence for good. 



46 THE SUNDAY SCHOOL 



STANDING AND SPECIAL COMMITTEES 

^OME of the standing committees have been 
referred to in connection with the general depart- 
ments treated in the last chapter. We shall not refer 
to them again here but desire to call attention, rather, 
to various other committees which have proved 
helpful. 

USHERS 

It always gives one a "homey" feeling to be wel- 
comed at the door of a church by someone who ex- 
tends a hearty greeting and shows genuine courtesy. 
This is true even if one is a regular attendant, although 
it is especially true of visitors and occasional comers. 

It is not an easy matter to find good 
Importance _ . " ^. ° . 

of the ushers or to be a good usher. Oiten the 

usher's reputation of an entire establishment, be 

office . t t it i . 

it church or school or any other organi- 
zation, is temporarily in the hands of the usher. 
First impressions are often lasting. It is a good cus- 
tom, and helps to cultivate the spirit of reverence, to 
usher scholars to their seats, especially if they are late 
and sometimes even if they come in before the session 
is opened. 

This committee should be well organized and made 
up of people who are warm-hearted and cheery-faced. 



ORGANIZED FOR SERVICE 47 

They should know the art of handshaking and of 
smiling but should not be given to overmuch talking. 

DOORMEN 

This important committee should be made up of 
as many men as there are doors that are used during 
the service, whether these doors lead into the build- 
ing or from one part of it to another. The doormen 
should be in complete control of the doors. They 
should know exactly at what moment the doors 
leading from without into the main room should be 
When school closed and when people should be admitted 

doors should or j^j^ k ac k after the service has begun. 

be opened . . . 

and when There is scarcely anything that contributes 

closed more directly to the maintenance of good 

order and discipline in the school than the services of 

good doormen. 

They should be familiar with the signals from the 

platform, although they should know their duties 

well enough not to require them. It often happens 

that one department of the school closes before 

another, and if its members are permitted to pass 

through into other rooms where the exercises are 

not concluded, there is confusion and always a loss 

in the effect of the closing service. Officers and 

other grown people should observe the rules of the 

doors, or the children will not be inclined to do so. 

COURTESY 

This Committee is necessary only in large schools 
where there are many visitors. It often happens 



48 THE SUNDAY SCHOOL 

that people come to study such schools, with a view 

to improving the work in their own schools. The 

object of the Courtesy Committee is to conduct 

. #jL visitors about the rooms and to explain 

A commit- . . * 

tee in large the working ot the school, showing them 

schools to whatever they desire to see. They will 
show the _ . ^ . J 

work of the take them into the various departments 
school to on }y a -j. proper times and in a proper 
manner and will see that the disturbance 
incident to going about the building is reduced to a 
minimum, although they cannot avoid it altogether. 
Courtesy of this kind extended to a casual visitor 
will often make a permanent member of him. Many 
schools have found a Courtesy Committee very 
effective. 

SOCIAL 

This committee should be made up mostly of 
young people and should represent all the depart- 
ments of the school. The members representing the 
very youngest departments may be teachers or 
officers of those departments, but above the inter- 
mediate grades some scholars may be used. The 
general direction of the committee should be in charge 
of those who are mature and fully familiar with the 
social requirements of the school. In large cities 
where the tension of social life is high, there would 
seem to be not much for this committee to do, but 
more and more the church is coming to realize its 
responsibility to provide a strong, clean social at- 
mosphere for its young people. 



ORGANIZED FOR SERVICE 49 

The church should be a social center, under proper 
restrictions. It should be the place, next to the home, 
. where the young people may find their 
committee highest joys and most delightful fellow- 
and Church ships. The Social Committee can arrange 
at proper times for social functions for 
the various departments or for the school as a whole. 

Picnics and outings would also come under the 
direction of this committee. One of the chief bene- 
Capable fits of a Social Committee is that it would 
management CO ntrol all of the social affairs of the school, 
thus preventing many of the unfortunate results 
coming from the practice of having inappropriate 
social gatherings arranged by irresponsible persons, 
often at unsuitable times. 

This committee should not simply undertake to 

arrange for such gatherings as are called for but 

should also take the initiative and definitely 
In general ... . 

organize, dignify, and systematize the 

social life of the school. 

HOUSE 

One person from each department of the school, 

together with the janitor and the chairman of the 

Board of Trustees of the church would, perhaps, 

make a good House Committee. 

« . The purpose of this committee is to see 

Securing 

convenience that the quarters of the Sunday school 

and com- are p rQ perly arranged for whatever is to 

take place there. The janitor will not 

always be sure exactly what is needed. He may 

not know whether to open and warm the whole 



50 THE SUNDAY SCHOOL 

house or only certain rooms. The House Committee 
will see that definite instructions are given to him, 
and that the house is always in readiness when 
required. Many schools are in the habit of looking 
upon their janitor as one of the officers of the school, 
and this is a good idea. 

AIDES 

The aides are young men from fourteen to eighteen 
years of age who are eyes, ears, hands, and feet for 
the superintendent. 

They see that the platform is in readiness, that 
f 1 the flags, books, bells, banners, black- 
boards, and other needed articles are in 
their proper places. If the Sunday school occupies 
the church auditorium and the platform furniture 
has to be rearranged before the Sunday school session, 
the aides should be given charge of the matter so 
that no officer of the school will be required to take 
any time from the important work of welcoming and 
greeting members and visitors. The work of an aide 
gives one good training for the office of superintendent 
later. 

MESSENGERS 

These are boys of junior age under the direction of 
a man or an older boy. Their work is usually done 
on Sunday afternoons and consists in carrying mes- 
sages to members of the school who have been absent 
from the session of the day. Oftentimes these mes- 
sages are in the form of telegrams. The messengers 
also deliver other messages for both pastor and super- 



ORGANIZED FOR SERVICE 51 

intendent and distribute church calendars and church 
papers. This training is good for the boys and, as a 
rule, they like it. 

The director in charge of the messengers will find 
it profitable to call them together frequently for a 
Fun and pleasant evening, for which he may pro- 
fellowship v j ( j e mus i c or some other kind of enter- 
tainment. Some of the happiest experiences I have 
ever had in connection with my own Sunday school 
work have been with the messenger boys. 



52 THE SUNDAY SCHOOL 

VI 
THE DIVISIONS 



B^ 



>Y general consent the Sunday school is now 
separated into three parts, known as divisions, as 
follows: 

I. Elementary Division. Ages — birth to thirteen. 

II. Secondary Division. Ages — thirteen to 
twenty. 1 

III. Adult Division. Ages — twenty and up. 1 
This division of the school is altogether arbitrary 

and is based chiefly upon age. Every member of the 
The basis school, no matter what his age or line of 
of the work, naturally falls into one or another 

of these divisions. In determining the 
age limitations, effort has been made to take into 
account the physical and mental development of 
pupils under twenty years of age and, also, so far as 
possible, the classifications recognized in the public 
schools. No such arbitrary arrangement, however, 
is equally applicable everywhere, for pupils, particu- 
larly in the early adolescent period, develop physically 
and mentally more rapidly in some climates than in 
others. Nor are all educators agreed that the age 
limits herein presented are the best for general pur- 
poses. However, we shall follow the classification given 
above, which has been adopted by the International 
Sunday School Association and is in general use. 

1 Pupils twenty-one years of age are placed by some in the 
Secondary Division. 



ORGANIZED FOR SERVICE 53 

For the most part, the General Departments re- 
ferred to in Chapters IV and V operate in all the 
The general Divisions, although some of them — the 
deparments Teacher-training, for example — deal with 
the teachers and officers rather than with the pupils. 
The Home Department and the Parents' Department 
have not usually been considered as belonging to the 
Adult Division. We prefer, however, to place them 
there, so that the three Divisions may actually 
include all members of the school. It is true, of 
course, that there are members of the Home Depart- 
ment who are not old enough to be classified as adults 
but so large a proportion of the members are grown, 
that it is no violence to our general purpose to place 
this Department here. A school thus separated into 
three divisions resembles somewhat an army com- 
posed of three divisions, each having an organization 
of its own, but each under the direction of a general 
officer and his associates. 

The work of these divisions should be coordinated 
in such a manner as to make a working unit of the 
A working entire school. Failure in this respect 
unit would give rise to a situation like that 

confronting an army whose battalions decide to attack 
the enemy at different times and places — nothing 
but confusion and defeat would follow. Yet here is 
where many a Sunday school is failing. A school 
which is merely a collection of classes and divisions 
and without an all-inclusive organization and a pro- 
nounced unity of action, loses to a large degree its 
impact for good as a whole. 

The divisions of a school must keep step, all facing 



54 THE SUNDAY SCHOOL 

in the same direction and all intent upon accomplish- 
ing the same general results. The success of one divi- 
sion should inspire the others to greater effort and 
cause the general administration to concentrate upon 
those that are not making the headway they should. 
The Cabinet This is entirely possible, because the 
the unifying leading officers in all the divisions are 
members of the Superintendent's Cabinet, 
in which all general matters concerning the welfare 
of the school are discussed. In some schools we find 
division superintendents who have general oversight 
of the work of the divisions, but this plan is not in 
general use, and has little to commend it. A better 
method is that of assigning the divisions, for a time 
at least, to the various assistant superintendents, 
not with a view to authoritative supervision, but with 
the object of familiarizing them with all that is being 
done so that they may be in a position to make sug- 
gestions to the Cabinet as to possible improvement. 



ORGANIZED FOR SERVICE 55 



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ORGANIZED FOR SERVICE 57 



VII 
THE ELEMENTARY DIVISION 

JP OR convenience, we shall study the outline of this 
division from Charts 1 and 2 together, following for 
the most part Chart 2, it being understood, of course, 
that the duties assigned to several persons in larger 
schools may be placed in the hands of one person in 
smaller schools. 

It will be observed that in small schools we have not 
recommended the organization of an Elementary 
Council. The reason is that it often happens in 
A potential schools of less than one hundred that the 
elementary Primary superintendent has charge also 
of the Beginners and the Cradle Roll and, 
in many cases, is obliged to teach, besides. However, 
it is quite possible for the departmental officers and 
teachers in an Elementary Division of a small school 
to meet frequently to discuss general conditions, and 
thus they would constitute, in effect, an Elementary 
Council, even if but two or three might be considered 
members. The larger the amount of thought and 
study that is put upon the work of this division — 
or of any other — by those in general charge, the 
greater will be the results for good. 

We recommend, therefore, that the Elementary 
Council have frequent meetings, even though they be 
brief. The Council may meet at the opening or at 



58 THE SUNDAY SCHOOL 

the close of the Sunday school session to talk over 
matters of pressing importance, and an occasional 
The coim- meeting occupying an evening may be 
ciPs held either at the church or in the home 

mee ngs q j Qne o £ ^ e members. Best results, 
however, will be produced by regular meetings, with 
ample time for discussion and business. The super- 
intendent of the school should be kept informed as to 
all that is going on and should often be invited to 
the Council meetings. 

THE DEPARTMENTS 

In a thoroughly graded Sunday school there are 
four departments in the Elementary Division, namely: 

Cradle Roll Ages, Birth to 3. 

Beginners 9 Ages, 3, 4 and 5. 

Primary Ages 6, 7 and 8. 

Junior Ages, 9, 10, 11 and 12. 

The superintendents of these various departments 
should heartily cooperate with each other for the 
Inter-de- purpose of securing the largest results in 
partmental such matters, for example, as the prepara- 
coopera on t j on o ^ p U pil s f or advancement, the giving 

of helpful information as to peculiarities of pupils, 
conditions, etc. They should not permit pupils to be 
retained in their departments beyond the proper time 
for promotion. This would be an injustice to the 
school and to both the departments interested, and 
— more especially — to the pupil. Elementary Divi- 
sion superintendents should also endeavor to cultivate 
a division spirit. This would find expression in occa- 



ORGANIZED FOR SERVICE 59 

sional social gatherings of all the officers, teachers, 
and helpers in a given division. The more interest 
each individual department takes in the work of other 
departments, the greater will be its own success. 

A marvelously rich literature has been developed 
dealing with this branch of Sunday school work and 
all elementary teachers and officers are recommended 
to secure, so far as possible, the charts, certificates, 
leaflets, etc., prepared by their own denominations 
and the various state and provincial associations. 

THE CRADLE ROLL DEPARTMENT 

This Department, in many respects, is the most 
attractive department of the entire school. It is 
sure to be so in the eyes of the superintendent of the 
Department, if the right persons is in that position. 
The Cradle Roll superintendent must have a mother- 
heart; one whose idea is simply to secure a long list 
of names will accomplish but little. 

The possibilities of this Department we have only 
A beautiful just begun to appreciate. Every child in 
ministry j-he C ra cll e Roll is a golden gate of oppor- 
tunity into a rich harvest field, if only those in charge 
of the Department are wise and loving enough to 
realize it. If the baby is in a Christian home, the 
parents and other members of the family will deeply 
appreciate all attentions that are paid to the little 
one in the name of Him who loved children. If the 
home is not Christian, the opportunity for a sweet 
ministry will be greater still. Thousands of fathers 
and mothers have been led to God and into the 
church because some faithful Cradle Roll superin- 



60 THE SUNDAY SCHOOL 

tendent showed the spirit of the Master while visiting 
their baby. It is as true today as in the past that 
"a little child shall lead them." 

The great difficulty in securing the presence in the 
Sunday school of children when they are old enough 
Future to attend is largely obviated if, as babies, 

pupils they have been members of the Cradle Roll 

and breathed the atmosphere of the school. In a 
small Department the superintendent can do all that 
needs to be done; but there are many large depart- 
ments enrolling hundreds of children in which there 
is plenty of work for a secretary and a number of 
visitors as well. 

Of course this department does not attend the 
school except on special occasions, such as its mem- 
bers' birthdays, Children's Day, etc. Nevertheless 
Making there may be found in many churches little 
them at rooms set apart for the Cradle Roll mem- 
bers, where the Cradle Roll superintend- 
ent can meet from Sunday to Sunday the older ones 
who are almost ready to enter the Beginners' Depart- 
ment. By this plan, the Cradle Roll children become 
acquainted with Sunday school surroundings and feel 
more at home when the time comes for promotion. 
However, their attendance when they are under 
three years of age is not encouraged. 

There are many beautiful things that may be done 
for the children and their parents, and many choice 
As to ways of maintaining interest, but it is 

suggestions no ^ our p Ur p G se to describe them here. 
They are mentioned in the literature referred to 
above. 



ORGANIZED FOR SERVICE 61 



THE BEGINNERS DEPARTMENT 

This is composed of the youngest members in any 
of the attending departments and should have a room 
or a division to itself. The methods of work will be 
Members similar to those operative in the kinder- 
methods garten and the room should be arranged 
and workers with ^^ {n y{ew There should be gmaU 

chairs and with space in which to arrange them in a 
circle. If possible, there should be low tables and 
other equipment but that does not fall within the 
scope of our consideration here. As children in the 
Beginners' Department require attention in removing 
their wraps, marching, etc., it is necessary to have 
assistants, even though the Department is not large. 
Its success depends, for the most part, upon the 
superintendent, who should be a lover of children, 
and, if possible, a woman of kindergarten training. 
This Department requires much originality and 
genius in its administration. The real power is a 
loving interest, for to it little children readily respond. 
One person may serve as both secretary and treas- 
urer. The Department should be provided with a 
piano, and the singing should be in charge of a leader 
who understands glad worship for little children. 

_, Wise doorkeepers, by preventing inter- 

The super- . ^ * * • i • • o 

intendent ruptions, can preserve the desired spirit ot 

and her quiet reverence. Except in large Depart- 
ments the Beginners' superintendent 
usually conducts the informal circle talk and the 
story period, and for that reason the Chart mentions 
"Helpers" rather than "Teachers." In this Depart- 



62 THE SUNDAY SCHOOL 

ment they should always be alert and ready to do 
whatever needs to be done, particularly in waiting 
upon the children and in assisting the superintendent 
as she may direct. 

THE PRIMARY DEPARTMENT 

Every Sunday school has a Primary Department. 
The pupils of this Department are also pupils in the 
day school. Therefore more day school methods may 
be adopted here than in the Beginners' Department. 
No other officer in the entire school has a larger oppor- 
tunity for laying foundations than the Primary 
Superintendent. She should be attractive in manner, 
lovingly strict in discipline, impartial in administra- 
tion and tender and patient as a mother, and should 
have an undaunted faith that children of the primary 
age can be led to accept Christ as their Saviour and 
taught how to serve Him. 

Of course the Primary Department should have a 
separate room or group of rooms. The size of the 
Department will determine, in general, at least, the 
number of officers needed, although in a Department 
of fifty or more all of the officers named in Chart 2 
Organiza- can be profitably employed. Provision 
tion should be made for three grades, with 

as many classes in each as are necessary. In this 
Department, especially if it be of good size, the super- 
intendent should do little teaching, except as a 
Filling substitute. A full corps of efficient grade 

vacancies teachers is needed. The superintendent 
should be always on the lookout for good teachers 
and when vacancies occur should present names, for 



ORGANIZED FOR SERVICE 63 

approval, to the pastor and the general superin- 
tendent, so that the vacancies may be filled in the 
regular way. The names of the officers mentioned 
in the Chart describe the duties of their offices. 

THE JUNIOR DEPARTMENT 

This Department likewise should have, if possible, 
a separate room, and provision should be made for 
four grades. The same offices are named here as in 
the Primary Department, and they will need to be 
filled with great care. The Juniors are at the age of 
assertiveness and overflowing life. The matter of 
discipline will require much attention. While we 
recommend that women superintend the three pre- 
ceding departments and while we are convinced that 
in, perhaps, the majority of cases women are success- 
fully managing Junior Departments, nevertheless 
there are many men who are adapted to this place, 
and earnest Christian young men are desired as 
teachers of Junior boys. 

There is a wide range for the activities of this 
Activities department, particularly those which take 
and means place during the week. The teachers can 
do much toward influencing children of 
Junior age through week-day activities. Hand- work 
forms an important element in the teaching. In 
some schools we find a superintendent of hand-work, 
although the departmental superintendent or one of 
the assistants may have general direction of it. The 
pupils read much, and there is a fine opportunity for 
the librarian to gather and recommend suitable books 
or Sunday school papers and thus have a large part in 



64 THE SUNDAY SCHOOL 

influencing the reading habits of the pupils. The 
more seriously all the officers and teachers undertake 
their work and apply themselves to it, the greater 
will be the results for good. There should be earnest 
endeavor to secure the allegiance of every Junior to 
Christ and His service. 



ORGANIZED FOR SERVICE 65 













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ORGANIZED FOR SERVICE 67 



VIII 
THE SECONDARY DIVISION 



As 



lS a division of the Sunday school, the Secondary- 
is comparatively new. It covers the period re- 
ferred to as the "'Teen Age." For years we have 
recognized that this portion of the Sunday school 
membership has been the "joint in the harness," 
or the place of greatest weakness. And yet the fact 
remains that during the 'teen years more decisions 
are made, both for and against Christ, than in any 
other time of life. During this period, also, the 
doors of our Sunday schools swing both ways and 
more of the boys and girls are lost from membership 
than at any other time. 

This is by far the most difficult division of the 
school to manage and presents more problems and 
The real embarrassments than all the rest. We 
problem have heard much in years past about the 
problem of the boy and girl, but we are now coming 
to learn that the real problem is that of leadership. 
Direction is needed here rather than control. 

It will be observed that we have recommended 
a separate Council for the Secondary Divisions of 
The second- larger schools. All we said of the Ele- 
ary council mentary Council applies to this Secondary 
Council and we recommend that it include officers of 
organized classes. 



68 THE SUNDAY SCHOOL 

The 'teen age is the period when boys and girls 
want "to join something." They come together 

for their clubs and bands, gangs, etc., 
izing instinct whether we wish it or not, and it is 
and its possible in this division wisely to guide 

this inborn proclivity and see that it is 
directed into proper channels. The attention of the 
Sunday school world is now centered upon this division 
perhaps more than upon any other, just as in the two 
decades past it has been centered upon the Elemen- 
tary Division, until now that is the best-organized 
and most thoroughly equipped part of the school. 
In no other division is there greater need for care 
in the selecting of officers and teachers than in this 
division including boys and girls of the 'teen age. 
Here we are leading young lives through the various 
periods of adolescence, which are surrounded with 
dangers but filled with glorious opportunities. 

Within the past few years a very prolific literature 
has been developed bearing particularly upon the 
Keeping work and problems of this division, and 
posted Secondary officers and teachers will do 

well to keep abreast of the times through the oppor- 
tunities for reading that it offers and by patient 
application of what they learn. 

DEPARTMENTS 

There are various methods of departmentalizing 
the Secondary Division. The three principal ones 
are indicated in Chart 2 and are follows : 

Choice A, in which the Division is separated into 
two departments: 



ORGANIZED FOR SERVICE 69 

Intermediate Ages — 13, H, 15 and 16. 

Senior Ages — 17, 18, 19} 

This is the oldest and most generally-used 
methods of form of separating this division into 
departmen- departments. 

Choice B, in which all the boys of 'teen 
age are in one department and all of the girls of 'teen 
age in another. 

Choice C, in which all boys and girls of 'teen age 
are in one department. This is used mostly in small 
schools. 

Choice A 

THE INTERMEDIATE DEPARTMENT 

Everybody knows what is meant by the "Inter- 
mediate" Department, but that word is unfortunate, 
as it has no definite significance. 

We have no hesitancy in saying that a man should 
be chosen as superintendent of this department. 
The super- Usually public school men who are in the 
intendent habit of dealing with pupils of Intermedi- 
ate age will be the most successful. No one can hope 
for success, however, who cannot win his way into 
the affections and confidence of boys and girls. He 
must administer his department with a strong hand 
covered with a velvet glove. He should know that 
one of the peculiarities of the adolescent years is the 
forming of likes and dislikes and the making of deci- 
sions. The methods of discipline that can be admin- 

1 See note on page 52. 



70 THE SUNDAY SCHOOL 

istered in the Primary Department will not do here, 
and the superintendent must know every inch of the 
way, or he will soon run upon the rocks. He will 
learn, if he has not already learned, that boys and 
girls of these years yield to love and confidence 
quite as readily as younger children, but that the 
love and confidence must be expressed in a some- 
what different way. Very much will depend upon 
the teacher. 

The offices named for this department are much 
the same as those suggested for the Junior Depart- 
ment, and the duties of each need not be specifically 
Getting into described here. This is a time when week- 
the game ^ay activities bulk large in the estimation 
of the pupils, and the Intermediate officers and 
teachers who do not get "into the game" will 
find themselves losing their hold upon their classes, 
while "the game" goes vigorously on. It is well 
for the teachers not only to mingle with their pupils 
in these week-day activities but to endeavor to direct 
them. 

There is much excellent literature on the Inter- 
mediate Department that can be easily obtained. 

THE SENIOR DEPARTMENT 

"Senior," while more appropriate than "Inter- 
mediate," is still confusing, because many schools 
use it, although improperly, for the department com- 
posed of adults. Twenty-year-old pupils are often 
classified as Seniors but many prefer that the Second- 
ary Division should include strictly the 'teen age 



ORGANIZED FOR SERVICE 71 

pupils. There are many schools also that include the 
Senior Department with the Adult, although we 
believe this is being done less and less. 

Since pupils of the Senior ages — 17-19 — are 
recognized as young men and young women, the 
Methods methods of teaching change, of course, 
and officers an( j properly so. In most cases, discipline 
becomes less of an element in administration and 
more attention can be given to constructive Bible 
study. What was said of the officers of the Inter- 
mediate Department can be applied here, but in the 
Senior Department men and women who are strong- 
est spiritually and intellectually as well as in adminis- 
trative ability should be chosen. They must lead 
by sheer ability and cannot depend upon the titles 
of their offices. 

Choice B 

THE BOYS' DEPARTMENT 

More and more the boys of the 'teen age are being 
grouped together into a department. This is not the 
result of any theory but of conditions that must be 
recognized. Many of the classes of the 'teen age will 
organize and have much going on during the week; 
and at this point the boys and girls separate, for 
their week-day activities usually bear them in dif- 
ferent directions. This applies particularly to sports. 
In some of them the boys and girls can join — as 
in the case of tennis, — but in many, especially the 
heavier games, the boys will be alone; while the girls 
will engage in other games that would not be attrac- 



72 THE SUNDAY SCHOOL 

tive to the boys. The superintendent of the Boys' 
Department should, of course, be a man. 



THE GIRLS DEPARTMENT 

The superintendent of the Girls' Department 
should be a woman. All the arguments given above 
for a boys' department apply also in reference to a 
girls' department. There is large opportunity here 
for well-trained leadership. 

Choice C 

'teen age 

This form of organization is used largely in small 
schools where there are but few scholars of the 'teen 
age: for instance, in a school of sixty pupils, with 
perhaps one small class of boys and another of girls. 
Both of these classes would be in one department 
with the name given above. 

ORGANIZED CLASSES 

With increasing frequency classes are forming them- 
selves into organizations, and properly so. The only 
need for caution that we desire to mention in connec- 
tion with organized classes in the Secondary Division 
is that teachers should have a larger part in directing 
the organizations than in the Adult Division. This 
is particularly true in the Intermediate Classes. If 
the boys are allowed to follow their own inclinations, 
they will not always be wise, although a good leader 



ORGANIZED FOR SERVICE 73 

will give them all the leeway possible, and will gen- 
erally direct their activities without appearing to do 
so. The more the scholars are really managing their 
organizations, the better they will like it. We shall 
speak of organized classes later, in connection with 
Adult Division. 



74 



THE SUNDAY SCHOOL 



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ORGANIZED FOR SERVICE 75 




76 THE SUNDAY SCHOOL 



IX 
THE ADULT DIVISION 



O. 



'NE of the features of the Sunday school activity 
of our day is the growth of the Adult Division 
in the Sunday school. This is a surprise, particularly 
to those who are not familiar with conditions. 

It is probable that the Sunday schools of North 
America are growing in membership today more 
The place rapidly in the Adult Division than in any 
of most other. This is one cause of the revised 

rapi grow an( j more comprehensive and adequate 
estimate that is now being placed upon the school 
by the Church. It is estimated that 100,000 men 
are being added to the Sunday schools of North 
America annually, and that there are probably two 
and a half million men in the Adult Departments of 
the schools of North America at present. These 
statements are cited here because of their bearing 
upon the organization of the Sunday school. For- 
merly we had the Elementary Division and the Adult 
Department but now we have the Adult Division 
and there are departments in this division which were 
not formerly recognized. 

The Adult Council is organized in the same manner 
The adult as the Secondary Council. It consists 
council f a jj flg cers anc [ teachers in the division 

and the officers of organized classes. The latter con- 



ORGANIZED FOR SERVICE 77 

stitute a much stronger element in this division than 
in any other. 

THE ORGANIZED CLASSES 

All classes in the Adult Department should be 
organized. An elaborate organization is not neces- 
sary, but no class in this day of busy social service 
and week-day activities can live up to its opportunity 
by simply being a Bible class on Sunday. The 
Bible class is the place for impression; the organiza- 
tion gives opportunity for expression. Before any 
class is organized, it is recommended that it procure 
the proper literature and become familiar with the 
best methods of organization. 

It will be observed that we suggest for the organ- 
ized classes of the school practically the same officers 
Class as for the other divisions. Compara- 

officers tively few of the organized classes have 

separate rooms where they can carry out some of the 
features indicated. For example, most of the classes 
would require no chorister, except for the week-day 
meetings, as they could not sing during the Sunday 
school session unless they had separate rooms. The 
outline given in the chart conforms to the require- 
ments of the International Association, which have 
been adopted, for the most part, not only for this 
division but for the Secondary Division as well. 

The adult organized class governs itself. Every 
Class and officer has specific duties to perform, 
school That of the teacher is to teach; that of 

the president, to preside, etc. It ought to be stated 
plainly that an organized class should keep in mind the 



78 THE SUNDAY SCHOOL 

welfare of the whole school. There are classes that 
become so absorbed in themselves that they do not 
desire to have any connection with the school, except 
in name. They are not willing to engage in either the 
opening or the closing exercises nor to contribute their 
share of money to the general treasury. This is 
fundamentally wrong and the end is sure to be dis- 
astrous. Class loyalty is good but school loyalty is 
good also. 

Many organized classes can use more time than is 
given to the regular ordinary classes of the school. 
Therefore, if they are present at the opening service, 
or a part of it, so that they may be recognized as liv- 
ing factors in the school, it is not necessary that they 
return for the closing exercises. A school cannot be 
weak in any department very long if its older classes 
are well organized and doing effective work. 

THE COMMITTEES 

We have mentioned on the Chart a few of the com- 
mittees that can be profitably used. The commit- 
tees named on Chart 1 are those required by the 
International standard of organization. Other com- 
mittees should be formed only as they are needed. 

The committee names appearing on Chart 2 will 
suggest other lines of activity, while many more 
Adapting committees can be used profitably and are 
the work so used by many thoroughly organized 
o e c ass c j asses »j>he ingenuity of the class officers 
will assert itself at this point and some classes will 
work along one line and some another. It matters 



ORGANIZED FOR SERVICE 79 

not so much what good thing they do, as that they 
make a definite program and then carry it out. 

THE HOME DEPARTMENT 

The Home Department is here recognized as a 
department of the Adult Division. Usually a woman 
makes the best superintendent, although many Home 
Departments are managed by men. As we indicated 
in describing the other non-attending department of 
the school — the Cradle Roll — success does not depend 
upon securing a large number of names. The Home 
Department offers a rich field for work and one that 
responds readily to the right kind of cultivation. 

There has been a tendency in the past few years to 
neglect this department. It is really one of the most 
Its impor- fruitful departments of the whole Sunday 
tance and school when properly conducted. The 
superintendent may direct it but the real 
life of the department is found in the visitors, who 
correspond to the teachers in the attending depart- 
ments. There is no excuse for members of the church 
not becoming members of the Sunday school, for if 
they cannot go to its weekly sessions the Home De- 
partment comes to them; and the day is near when no 
church will consider itself fully organized unless 
every member is enrolled in some department of the 
Sunday school. 

THE PARENTS' DEPARTMENT 

This is a new department and is coming rapidly 
into favor. Its name describes it. It is specifically 
for fathers and mothers. It may be conducted by a 



80 THE SUNDAY SCHOOL 

father or a mother or by some other person having 
the paternal or maternal instinct. 

Some Parents' Departments discuss in the Sunday 
Subjects school hour problems connected with 
of study home life and the rearing of children. 
We believe, however, that it is better that they should 
take up regular Bible lessons at that time, with such 
incidental discussion of other matters as may be 
appropriate, holding meetings during the week to 
consider subjects more directly connected with the 
home. This the Parents' Department will do more 
and more. 

It will be observed that a full line of officers is sug- 
gested for this department. The librarian here will 
The have large responsibility. We recommend 

librarian that a woman hold this position. She 
will recommend books and magazines of especial 
interest to mothers and fathers. A library may be 
procured and will prove very valuable if wisely 
selected. 

The influence upon the school, as well as upon the 

members themselves, of having a strong Parents' 

Department cannot be over-estimated, and we trust 

, that many schools will adopt the plan. 

department The superintendent of this department 

and the would be a member of the Cabinet, and 

school , i i . ! • p i i 

through him the interests ot the depart- 
ment would be well taken care of in connection with 
the general plans of the school. Occasional special 
days for the parents could be arranged and recogni- 
tion given to them in the program. This would help 
to create and maintain interest. 



ORGANIZED FOR SERVICE 81 



THE LESSONS AND ORGANIZATION 



A 



CHAPTER on Sunday school lessons may at 
first seem somewhat foreign to the subject of our 
book, but inasmuch as the adaptation of the lessons 
to the school is based upon the plans of organiza- 
tion, we deem it entirely appropriate. The Inter- 
national Association, through its Lesson Committee, 
issues two courses of lessons — the Uniform and the 
Graded. 

The Uniform Lessons were introduced more than 
forty years ago — at a time when lesson conditions 
The uniform in the Sunday school world were exceed- 
lessons ingly chaotic. For the most part, individ- 

ual teachers were themselves selecting their lessons 
from any part of the Bible they desired. The use of 
the same lesson for all departments of the school and 
for all the schools of the land soon began to popularize 
the Sunday school and bring people together. The 
Uniform Lessons created a community of interest. 

They also made it possible for the first time for 
great publishing concerns to issue lesson literature at 
A business a profit, and as a result the output of 
proposition l esson material soon became enormous. 
They served and are still serving a great purpose, 
and they are probably being used more largely now 
than ever before. 



82 THE SUNDAY SCHOOL 

With the increased Sunday school interest and 
activity, and with the great advance in organiza- 
The graded tion and teacher-training, there developed 
lessons a new sense f Sunday school need. Lead- 

ing Sunday school workers and educators began to 
ask for lessons that were better adapted to the dif- 
ferent stages of the pupils' development. After 
considerable experimenting, the International System 
of Graded Lessons was introduced, comprising a sepa- 
rate series of lessons for each year from four to twenty. 
Thus a fully-graded Sunday school following the entire 
present course of graded lessons could use seventeen 
or eighteen different lessons on a given Sunday. 

These Graded Lessons are, for the most part, 
admirably chosen and well adapted to the purpose 
How they for which they are prepared. Perhaps 
are used one-third of the Sunday schools of North 
America are using them as a whole or in part. Many 
schools introduced them as rapidly as they were pre- 
pared by the publishers and are now using all the 
grades. Many others use them for the Beginners 
and the Primary Department, employing Uniform 
Lessons for the remainder of the departments, while 
still others use them also in the Junior and Inter- 
mediate Departments and follow the Uniform Lessons 
from that point onward. 

Under existing conditions, the writer recommends 
the use of the Graded Lessons in all the departments 
of the Elementary and Secondary Divisions, especially 
if these departments have separate rooms. Prob- 
ably most schools use the Uniform Lessons for all 
departments above the Junior, if it is necessary for 



ORGANIZED FOR SERVICE 83 

those departments to meet in one room, believing 
they secure better results thus than by trying to 
The two teach a number of lessons at once in the 
systems in same room. On the other hand, many 
one sc oo & g^^i us i n g the Graded Lessons in a 
department having a room to itself teaches one year's 
lesson to the whole department and gets good results. 
When it is remembered that the average Sunday school 
of North America enrolls less than one hundred mem- 
bers, with probably not over ten teachers, and has an 
average attendance of less than seventy -five officers, 
teachers, and pupils — it becomes evident that a very 
large number of Sunday schools cannot profitably 
use the present course of Graded Lessons, except as 
they use one lesson for a department, as indicated 
above. 

A large and increasing number of the better-organ- 

^ , .._ ized schools, however, are using the Inter- 

Populanty . • . 

of the national Graded Lessons, in their full or 

graded modified form, with great success. The 

lessons . . . ° 

rapidity with which these lessons have been 

adopted in many quarters and the choice character 

of their material are sufficient proof of their value. 

There are those who believe that the Uniform 

Lessons should be discontinued and that the day will 

Future of come before long when there will be no 

the uniform call for them. There can be no doubt 
Igssoti^j 

that the grading of lessons is pedagogically 
correct, and we hail with joy the introduction and 
wide application of this principle, but remembering 
the limitations under which many of our schools 
must work, we believe that the Uniform Lessons will 



84 



THE SUNDAY SCHOOL 



be in the field for many years and will continue to be 
blessed, as in the past. 

There is a widespread conviction, however, that 
the present series of graded lessons is too intricate 
A simpler ^ or g enera l use - The demand for a sim- 
graded pier course is pressing and insistent, and 

the sooner it is met the better for Sunday 
school work as a whole. Because of this feeling and 
in view of the fact that changes in departmentalizing 
the school will be necessary if a simpler graded course 
is to be used effectively, we suggest the following 
arrangement of divisions, departments, and grades: 



I. Elementary 
Division 



1. Cradle Roll. Ages — Birth to 3 

2. Beginners. Ages — 4, 5 

3. Primary. Ages — 6, 7, 8 
£. Junior. Ages — 9, 10, 11 



II. Secondary 
Division 



5. Intermediate. Ages — 12, 13, H 

6. Advanced Intermediate. Ages — 
15, 16, 17 

7. Senior. Ages — 18, 19, 20 
(The placing of boys and girls in 

separate departments would not 
interfere with this plan so far as 
the lessons are concerned) 



III. Adult 

Division 



8. Men or women or 
men and women 

9. Home 

10. Parents 9 



1 Ages — 21 
j and up 



ORGANIZED FOR SERVICE 85 

Notes on the Grading Suggested Above 

Some workers and authorities are advocating that 
members of the ages 21, 22 and 23 be graded in a new 
department, to be included in the Secondary Division, 
Another as these are regarded as the later adoles- 
department cent yea rs. This would make the Adult 
Division begin at 24. 

We are not at all pleased with the departmental 
names "Intermediate," "Advanced Intermediate" 
Inadequate and "Senior," but use them because we 
terms have nothing better to recommend. 

We suggest that the grading scheme in the lessons 
be made to harmonize with the grading of the school, 
The as indicated above, that only one lesson 

"Depart- k e use( j a t a time in a given department, 
Graded and that the lessons be dated and the les- 

Course " son ne ip S issued periodically. This would 
permit of the revision of the lesson course each year, 
if desired, under the direction of the lesson committee. 
The Uniform Lessons might be continued, or a sepa- 
rate lesson put in their place for the Adult Division. 
This arrangement of lessons is sometimes called the 
"Departmental Graded Course." The idea is not 
new. The International Lesson Committee has been 
on record since 1908 as favoring this system of lessons. 

Should this lesson scheme be introduced while the 
other two series are in the field, it would affect both 
The need °^ them. While two courses in use at one 
for such time certainly ought to be sufficient, there 
are so many schools that wish to use a 
simple graded course of lessons that it would be im- 



86 THE SUNDAY SCHOOL 

possible to hold the field with the two that are now 
being presented. The interests at stake, educationally 
and spiritually, are too great to be disregarded. 

There are those who believe it possible to build 
two courses of graded lessons upon the same founda- 
Unifying tion, and, if this can be done, the well- 
two graded grounded objection to three courses, made 
by the publishers, would be met in large 
measure. Those who feel that two graded series can 
be thus unified claim that the simpler graded course 
could form a part of the more highly graded course, 
so that the same lesson treatment would serve for 
the lessons that appear in both courses. As to the 
feasibility of this suggestion the writer does not 
claim sufficient wisdom to judge, but if it can be 
worked out there will be no doubt as to its de- 
sirability, for the following reasons: 

1. A very large number of the best schools will de- 
mand a highly organized, fully graded course of lessons. 

2. Many schools will demand a somewhat simpler 
course of graded lessons. 

3. The number of schools that will continue the 
use of the Uniform Lessons, for the present at least, 
should be taken into account. 

Later we might add a fourth class of schools, now 
included in the three classes named above: namely, 
those that will wish to use, in part, two or all three 
of the courses referred to. 

The demands of all these schools are reasonable 
Meeting an ^ should be met. The three courses 
the needs of lessons we have named should be fur- 
nished, for the schools want them. If the 



ORGANIZED FOR SERVICE 87 

present lesson-making agencies do not supply them, 
others, no doubt, will. But if this lesson adjustment 
can be brought about as indicated above and in such 
a way as to relieve the present commercial embar- 
rassment, our present confusion will disappear and 
there will be much cause for gratification. 

When this is accomplished — and we have faith to 
believe it will be — we shall have lesson courses that 
are satisfactory to practically all the Sunday schools, 
and we shall see the beginning of another great 
forward movement in Sunday school work, similar 
Lessons to that which took place when the Uniform 
and growth Lessons were introduced, but far greater. 
The Sunday schools will take on new life and efficiency 
and grow in numbers as never before. 

Having said so much in regard to the organization 
and the lessons of the Sunday school, we are moved to 
observe, in closing this last chapter, that, after all, 
the secret of success in Sunday school work does not 
Th lie wholly nor chiefly in the lesson courses. 

Educators are practically agreed that not 
over fifteen per cent, of the real efficiency of school 
work comes from the curriculum, while eighty-five 
per cent, is due to the teacher. If we had paid more 
attention to elevating the standard of teaching in our 
Sunday schools — without neglecting, however, the 
matter of lesson courses — we should have been 
putting the emphasis in the most important place and 
should be farther along the way at the present time. 



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